Say hello to a platform dedicated to industrious, yet overtasked teachers like you. Say goodbye to countless hours spent developing relevant and engaging ELA lessons. Whether you are teaching the fundamentals of grammar, creative writing skills, classic literature, or contemporary fiction, you will find thousands of activities and assessments to help you achieve a healthier work-life balance without sacrificing academic rigor.
Say hello to a platform dedicated to industrious, yet overtasked teachers like you. Say goodbye to countless hours spent developing relevant and engaging ELA lessons. Whether you are teaching the fundamentals of grammar, creative writing skills, classic literature, or contemporary fiction, you will find thousands of activities and assessments to help you achieve a healthier work-life balance without sacrificing academic rigor.
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the contrasts between wars of the past and of the present from Book 2, chapter 9, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this material, students will:
Identify what the text says both explicitly and implicitly
Articulate the circumstances under which institutions of the past would uphold truth and logic
Articulate the purpose of newspapers and other media, as well as why that purpose is significant
Articulate the consequences of interminable war
Articulate the narrator’s perspective on who the real victims of contemporary war are
Analyze the entire passage to discern tone in context
Make and defend a claim about the primary purpose of the selected excerpt
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about O’Brien’s explanation of the Brotherhood’s inner-workings from Book 2, chapter 8, this resource saves teachers valuable time at home without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Analyze a portion of text to discern which literary device is applied and what its function is
Articulate what makes it impossible for Winston or any other individual member to take down the Brotherhood
Define complex words and phrases in context
Identify textual evidence to support the claim that Winston admires O’Brien
Analyze a character’s dialogue to discern and articulate how it is ironic
Compare aspects of the Party’s inner-workings to aspects of the Brotherhood’s inner-workings
Articulate what this passage reflects about George Orwell’s attitude toward rebellion against dictatorships
Use logic and/or textual evidence to support an argument
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about Winston’s recollections of his mother and sister from Book 2, chapter 7, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Analyze the author’s language to make logical inferences about a character’s mindset
Make logical inferences about a character’s motivations in context
Define complex words and phrases in context
Analyze author’s language to discern and articulate author’s intent
Analyze dialogue to discern and articulate implied meaning
Analyze a portion of text to discern which literary device is applied
Identify textual evidence in support of a claim
Use logic and/or textual evidence to support an argument
Write with clarity and precision
This close reading assessment features 10 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 4, scene 1).
An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file.
This resource aligns well to Academic Literacy Project teaching principles and may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Articulate the intended meaning of a given metaphor
Articulate how verbal irony is manifested in the text
Analyze how complex characters interact and discern what these interactions reveal about their mindsets
Analyze an excerpt to isolate a true statement in context from false statements
Apply knowledge of epiphora to the text
Identify logical inferences in context
Analyze Armado’s letter and articulate the function of an excerpt
Interpret figurative language
Analyze Rosaline’s dialogue and actions to argue how she defies standard conventions of femininity and what her motivations are
Analyze Shakespeare’s craft to identify which literary devices he employs and what their intended effects are (emphasis is placed on rhyme, innuendo, diacope, metaphor, and irony)
Write with clarity, logic, and precision
This close reading assessment features 14 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 3, scene 1).
An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file.
This resource aligns well to Academic Literacy Project teaching principles and may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Articulate the intended meaning of a given metaphor
Analyze Armado’s dialogue to discern and articulate what it reveals about his mindset
Analyze Moth’s dialogue to discern and articulate his intent
Identify the most synonymous word or phrase to replace a given word in the text
Analyze Moth’s dialogue to discern tone in context
Contrast Costard’s characterization with that of Biron and Armado
Analyze Biron as a dynamic character, identifying textual evidence in support of the claim that he is dynamic
Analyze Biron’s diaogue to discern and articulate what he believes is Cupid’s motivation for plaguing him with feelings of love
Write with clarity, logic, and precision
This close reading assessment features 16 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 2, scene 1).
An answer key is included, as are Word Document and PDF versions of the assessment.
This resource aligns well to Academic Literacy Project teaching principles and may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Apply knowledge of literary devices to the text including alliteration, simile, hyperbole, and stichomythia
Articulate the intended effect of hyperbole in the context of the passage
Articulate the intended meaning of a given simile
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Identify the Princess’s motivation for choosing Boyet to be a spokesperson
Identify textual evidence that serves to justify Maria’s judgment of Longaville
Analyze Rosaline’s dialogue to discern tone in the context of her conversation with Biron
Determine and articulate the primary purpose of a passage
Explain why Longaville grows impatient with Boyet’s responses
Identify the evidence supporting the claim that Ferdinand is lovesick, according to Boyet
Write with clarity, logic, and precision
This close reading assessment features 11 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 2). An answer key is included, as are Word Document and PDF versions of the assessment.
This resource aligns well to Academic Literacy Project teaching principles and may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Make reasonable inferences about why the quickness of Moth’s responses frustrates Armado
Articulate Armado’s internal conflict in the context of an excerpt
Analyze Moth’s dialogue to discern what is implied about women who wear makeup
Analyze Moth’s asides to discern and articulate what they reveal about his true feelings
Conduct brief research on the topic of Humorism
Analyze Costard’s use of malaprops and explain why Shakespeare had him speak in such a manner
Interpret figurative language with emphasis on metaphor (“love is a devil”)
Make an inference about what Armado finds reassuring about the tale of Samson
Apply knowledge of situational irony by explaining what is unexpected about Cupid’s powers
Articulate the significance of of Armado’s closing soliloquy
Write with clarity, logic, and precision
This close reading assessment features 15 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment.
This resource aligns well to Academic Literacy Project teaching principles and may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Isolate a factual statement about the passage from false statements
Examine cause-and-effect relationships
Analyze Shakespearean language to discern and articulate meanings of words and phrases in context, taking into consideration denotative definitions and connotative associations
Analyze Shakespearean language to discern and articulate tone in context
Gain deeper insight into character modes of thinking by analyzing dialogue
Analyze a portion of text to discern which literary device is applied in context (anaphora and simile)
Demonstrate knowledge of Biron’s criticisms of those who are obsessive in their pursuit of knowledge
Write with clarity, logic, and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the events preceding Hate Week from Book 2, chapter 5, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Analyze dialogue to discern and articulate implied meaning
Analyze the significance of weather conditions in terms of the Party’s goals for Hate Week
Analyze textual details to infer the purpose(s) of atrocity pamphlets and the Hate Week theme song
Analyze the author’s craft to discern which literary device is most applicable to a portion of text
Define complex words and phrases in context
Analyze figurative language (“happy as a lark”) to discern and articulate implied meaning as it relates to Parsons
Write with clarity and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 4, of William Shakespeare’s King Lear. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words/phrases as they are used in the text
Verify interpretations of language using reference materials
Explore the intended effects of Shakespeare’s narrative techniques
Describe tone in context
Conduct brief research on pelicans to better understand their symbolic value in context ('pelican daughters")
Examine how complex characters think, behave, interact, and develop
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 5, of William Shakespeare’s King Lear. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Discern the intended effect of figurative language in context
Determine the functions of the scene
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including double denotation
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage from Book 2, chapter 2, which calls attention to how the author’s craft contributes to a fleeting sense of freedom in contrast to the typically brutal setting of Oceania, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging in this exercise, students will:
Identify what the text says both explicitly and implicitly
Discern meaning from figurative expressions
Use context as a clue to the meaning of words and phrases
Analyze nuances in the meaning of words with similar denotations
Analyze how Winston is personally affected by the singing of the thrush
Apply knowledge of assonance and sibilance and analyze how literary devices contribute to text complexity
Analyze textual details to discern and articulate character motivations
Analyze the characterization of the thrush and compare its situation to that of Winston and Julia, articulating what these characters share in common
Identify textual details that contrast the harshness and abruptness typically associated with totalitarian Oceania
Identify textual details that suggest the idea of bounty
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the social obstacles facing Winston from Book 2, chapter 1, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may facilitate small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging in this exercise, students will:
Identify what the text says both explicitly and implicitly
Discern meaning from figurative expressions
Use context as a clue to the meaning of words and phrases
Analyze nuances in the meaning of words with similar denotations
Analyze and articulate how the author’s word choices contribute to Winston’s characterization
Demonstrate knowledge of onomatopoeia
Analyze the passage to discern its primary function
Analyze and articulate Winston’s internal conflict as illustrated in the passage
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the threat proles could theoretically pose to the Party from Book 1, chapter 7, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may facilitate small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Articulate why the proles could pose a formidable threat to the Party
Articulate why the Brotherhood is comparatively and profoundly less powerful than the proles could be
Paraphrase what the narrator means by “[r]ebellion meant a look in the eyes, an inflexion of the voice, at the most, an occasional whispered word.”
Analyze the author’s use of simile
Analyze the author’s craft to discern and articulate the author’s intent
Apply knowledge of aposiopesis to the text
Analyze the symbolic significance of reverberating bells and inferring why the author made reference to them in context
Analyze an excerpt to discern and articulate examples of situational irony
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the character of Syme from Book 1, chapter 5, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may facilitate small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this resource, students will:
Analyze the Party’s behaviors to discern and articulate the Party’s motivations
Make logical inferences about the Party’s reasoning for restricting access to razor blades
Define complex words and phrases in context, taking into consideration both denotative meanings and connotative associations
Analyze a brief portion of the passage to discern which literary device the author incorporates
Identify textual evidence in support of the claim that Syme and Winston have grown desensitized to the brutalities of the Party
Identify textual evidence in support of the claim that Syme is described like an animal
Analyze why the author may have chosen to describe Syme in an animal-like manner
Analyze a brief portion of the passage, which features scare quotes, to discern the author’s intent
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the Ministry of Truth’s mission to falsify records from Book 1, chapter 4, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may facilitate small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging in this exercise, students will:
Discern what the text states explicitly as well as implicitly
Conduct brief research to discern and articulate historical parallels to media manipulation and the falsification of records
Apply and articulate knowledge of literary devices and techniques including euphemism
Analyze the author’s word choices to discern and articulate how they contribute to the development of plot
Analyze an excerpt to discern its primary function
Define complex words and phrases in context
Write with logic, clarity, and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the Parsons family from Book 1, chapter 2, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may facilitate small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging with this resource, students will:
Apply knowledge of literary devices and techniques including assonance and aposiopesis
Analyze textual details to make logical inferences about character fears, behaviors, and motivations
Analyze the emphasis on sports impedimenta and articulate how sporting events promote modes of thinking sanctioned by the Party
Analyze how the description of setting contributes to the author’s warning on the effects of totalitarianism on the masses
Define complex words and phrases in context
Write with logic, clarity, and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the Two Minutes Hate from Book 1, chapter 1, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
This resource may facilitate small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By engaging in this exercise, students will:
Determine and analyze the development of key ideas and themes, including the effects of mob mentality
Analyze how the author’s word choices add to the text’s complexity
Make logical inferences in the context of the text
Apply and articulate knowledge of literary devices and techniques including consonance, simile, and situational irony
Activate background knowledge on Nazi Germany’s treatment of the Jews and articulating historical parallels to the Two Minutes Hate
Write with logic, clarity, and precision
Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 3, scene 3, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Consult reference materials in order to learn and verify word meanings
Discern the intended effects of the author’s word choices and narrative techniques
Determine the primary function of the scene
Describe tone in context
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices with emphasis on foreshadowing
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Come to class better prepared to discuss dramatic works
Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 3, scene 2, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Consult reference materials in order to learn and verify word meanings
Discern the intended effects of the author’s word choices and narrative techniques
Describe tone in context
Explore how complex characters think, behave, interact, and develop
Compare and contrast the speeches of Brutus and Antony with emphasis on content, language, rhetorical skills, and audience engagement
Apply knowledge of literary devices including situational irony and verbal irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Come to class better prepared to discuss dramatic works